CELL THEORY ENDOSYMBIOTIC THEORY t

CELL THEORY 1. All living things are ________________________. 2. Cells are the basic unit of ____________ & _____________ in an organism. (cell = basic unit of _____________) 3. Cells come from the reproduction of ____________ cells Cell image: MADE OF CELLS existing life STRUCTURE FUNCTION

American Biologist _____________________ Provided evidence for the idea that ancestors of ____________ + _____________ were at one time free-living prokaryotes that were engulfed by other cells and stayed to live symbiotically inside = _________________________ Lynn Margulis Mitochondria chloroplasts Endosymbiotic Theory

ENDOSYMBIOTIC THEORY See a movie about ENDOSYMBIOTIC THEORY

CELL THEORY ENDOSYMBIOTIC THEORY ENDOSYMBIOTIC THEORY Proposed by ______________________ Ancient prokaryotes were taken in by eukaryotic cells and stayed to live inside them in a symbiotic relationship; eventually lead to mitochondria and chloroplast organelles Explains origins of _________________ and ____________________ EVIDENCE: MITOCHONDRIA/CHLOROPLASTS 1. are only cell parts with __________________ and ____________ 2. have ____________________like bacteria 3. have _________________ in their inner membranes like bacteria 4. divide using ___________________ like bacteria 5. have a SINGLE, CIRCULAR loop of DNA like bacteria CHLOROPLASTS MITOCHONDRIA LYNN MARGULIS DOUBLE MEMBRANES OWN DNA RIBOSOMES PHOSPHOLIPIDS BINARY FISSION

All living things made of cells BUT… organisms can be very different. UNICELLULAR MULTICELLULAR Image from:

CELL SIZE Typical cells range from: 5 – 50 micrometers (microns) in diameter

How big is a micron ( µm ) ? 1 cm = 10,000 microns 1” = 25,000 microns

MULTICELLULAR ORGANISM don’t just contain MANY CELLS. Image from: They have different kinds of cells doing different jobs

Cells in a multi-cellular organism become SPECIALIZED by turning different genes on and off Image from: Cell Specialization =DIFFERENTIATION

SPECIALIZED ANIMAL CELLS Muscle cells Red blood cells Cheek cells

Specialized Plant cells Guard cells Xylem cells Pollen Guard cells: Xylem: Pollen:

________  __________  ___________  ATOMS MOLECULESORGANELLES IMAGE SOURCES: see last slide

____________  CELLSTISSUES IMAGE SOURCES: see last slide Similar cells working together

___________  __________  ___________ ORGANS ORGAN SYSTEMS ORGANISM IMAGE SOURCES: see last slide Different tissues working together Different organs working together

SOUTH DAKOTA SCIENCE STANDARDS Students will be able to: explain the process of specialization 9-12.L.1.3.A (ADVANCED) describe the relationships between the levels of organization in multi-cellular organisms (cells, tissues, organs, organ systems, and organism) (PROFICIENT) explain how gene expression regulates cell growth and differentiation 9-12.L.1.3.A (Tissue formation, development of new cells from original stem cells (ADVANCED)

9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations. Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations. NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge.

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS 9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and differentiation. Examples: Tissue formation Development of new cells from original stem cells

Core High School Life Science Performance Descriptors High school students performing at the PROFICIENT level: Describe the relationship between structure and function (cells, tissues, organs, organ systems, and organisms);

IMAGE BIBLIOGRAPHY Paint image by Riedell